Teaching a boy that it’s ok to push and shove because of his testosterone levels will probably make him more violent in the long haul, and it’s a better idea to show kids of both genders that violence is never O.K. Additionally, girls and boys should often be subject to the same rules, as doing otherwise could lead children to feel that they’re being cheated or treated
Unstructured interviews allow the interviewer to build rapport with the pupils, unlike questionnaires where there is no chance to build rapport because the researcher has limited contact with the pupils. This will help the interviewer to gain more valid results when interviewing children from different subcultures. This is because the pupils will be more likely to give truthful answers when they trust the interviewer. This is especially important when interviewing pupils from anti-school subcultures, as they usually come from working class backgrounds and may be less willing to speak to the interviewer. This was shown in William Labov’s study of the language of black American pupils.
There are many reasons to as why there is a huge difference between girls and boys achievements. There are a couple of in school factors to refer to. The first factor is peer-pressure. Boys may be peer-pressured into different subject choices (which is a big impact on their achievements) as they may want to do a ‘’feminised’’ subject such as music and art and they may get pressured out of it by their friends or another group of lads, get called ‘sissy’ which makes them choose a subject they wouldn’t enjoy. They will choose it as it is the social norm to do man-based subjects such as science, p.e, woodwork etc.
Increasingly as children in modern society are becoming more rebellious and independent and construct their own individual identities, many people argue that the peer they socialise with have the greatest effect on their behaviour. This idea is debateable however, as there are other institutions like the media or the family that are key in instilling norms and values of society. The ways in which peer groups socialise a person into his/her gender identity are many. Through peer group pressure along with positive and negative sanctions, it is inevitable that a young person will conform to their group’s norms and values. Firstly, the ideas of being isolated from a friendship group is a daunting vision for many youngsters, and are thus willing to adopt the groups norms and values if it means they will acquire popularity or just to be part of a group.
1. Disturbing comments towards a student could affect the student’s education negatively. The disturbing comments would hurt the student’s pride where they can’t focus on their education. B. The students could be attack physically by another student (Source G).
Sharpe’s believe this could be because of the changing attitudes of society in general towards women and the impact of feminism. Mitsos and Browne (1998) say that the service sector which is traditionally seen as women’s work has expanded. Employers usually like women in this sector as they have good communication skills and the rise in the employment of women has given girls the incentive to do well at school. Mac and Ghaill claim that the decline in male employment opportunities has led to an ‘Crisis of Masculinity’ as many boys now believe they have a less chance in a getting a proper job. This undermines their motivation and self-esteem therefore they give up on trying to do well in education and have a fatalistic attitude towards it.
The test subjects showed to be impulsive, to be danger seekers, and rejected traditional values, had aggressive attitudes, as well as having the feeling of alienation. Those with positive emotionality did not have these emotions. Test results show that male and females who engaged in delinquency were more rebellious to conformity, behave impulsively rather than be cautious, and would more than likely take advantage of others. It is found that environment, such as family life; contribute to the development of antisocial behaviors and aggressions, thereby, creating a link between crime and
Department of Education that show that girls outshine boys in reading, writing, science, math, and have a lot higher educational aspirations. She also gives us data that shows that girls are starting to beat boys in enrolling in college, and that girls are more engaged in academically then boys. She implies that all of this has been happening because the educational doesn’t “favor” boys over girls anymore. I agree with that statement, but I also don’t think that the educational should let boys be “left behind” either. Yes, boys are bad at school; I can say this because I’m a boy and I see everything first hand, my peers are less and less interested in school and college, they often talk about just either dropping out of high school and getting a job, graduating and just work and not go to college or simply join the military.
For example, boys are more likely to choose design technology and girls are more likely to choose food technology. • Peer pressure – both girls and boys are influenced by their peers. For example, boys are unlikely to do ‘art subjects’ such as Drama and Dance because some sociologists say they threaten masculine identity. • Future career – students may be influenced by future career plans. For example, subjects like ‘Health and Social Care’ and ‘Child Development’ are mainly taken by girls because they want to work in social care.
2). Instead of searching for a better educational environment, students look for better tests numbers. Lang Wood goes on by stating “Students can easily become discouraged and negative about education in general, which affects their learning ability” (par. 2). In addition to what Lang Wood believes, Stephens claims, students who are taking the test suffer from stress in result of worrying about passing it.